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ocn741356658 |
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OCoLC |
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20240504213016.0 |
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101220s2010 xx o 000 0 eng d |
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|a 816625889
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|a 9780203842898
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|a LB3013.32.B85 2010
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|a HCDD
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|a Bullying in North American Schools.
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|b Taylor & Francis
|c 2010.
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|a 1 online resource
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|a text
|b txt
|2 rdacontent
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|a Cover -- TITLE -- COPYRIGHT -- CONTENTS -- LIST OF CONTRIBUTORS -- ACKNOWLEDGMENTS -- Introduction -- 1 EXPANDING THE SOCIALECOLOGICAL FRAMEWORK OF BULLYING AMONG YOUTH: Lessons Learned from the Past and Directions for the Future -- Part I Individual Characteristics Associated With Bullying -- 2 GENDER AND BULLYING: Moving Beyond Mean Diff erences to Consider Conceptions of Bullying, Processes by which Bullying Unfolds, and Cyberbullying -- 3 WHY DOES BEING BULLIED HURT SO MUCH?: Insights from Neuroscience -- 4 BULLYING AMONG STUDENTS WITH DISABILITIES: Impact and Implications -- 5 INTERNALIZING PROBLEMS IN STUDENTS INVOLVED IN BULLYING AND VICTIMIZATION -- 6 UNWANTED SEXUAL AND HARASSING EXPERIENCES: From School to Text Messaging -- Part II Peer Characteristics Associated With Bullying -- 7 TEACHING PRACTICES, CLASSROOM PEER ECOLOGIES, AND BULLYING BEHAVIORS AMONG SCHOOLCHILDREN -- 8 PART OF THE PROBLEM AND PART OF THE SOLUTION: The Role of Peers in Bullying, Dominance, and Victimization during the Transition from Primary School to Secondary School -- 9 SIDESTEPPING THE JINGLE FALLACY: Bullying, Aggression, and the Importance of Knowing the Difference -- Part III Classroom Characteristics Associated With Bullying -- 10 TEACHERS ATTITUDES TOWARD BULLYING -- 11 GIRLS, BOYS, AND BULLYING IN PRESCHOOL: The Role of Gender in the Development of Bullying -- 12 CLASSROOM ECOLOGIES THAT SUPPORT OR DISCOURAGE BULLYING -- Part IV Beyond the Classroom: Considering School Climate, Family Relationships, Social Support, and Innovative School Partnerships -- 13 SCHOOL CLIMATE AND CHANGE IN PERSONALITY DISORDER SYMPTOM TRAJECTORIES RELATED TO BULLYING: A Prospective Study -- 14 THE ROLE OF SOCIAL SUPPORT IN THE LIVES OF STUDENTS INVOLVED IN BULLYING -- 15 FAMILY RELATIONSHIPS OF BULLIES AND VICTIMS -- 16 CONSIDERATIONS WHEN MEASURING OUTCOMES TO ASSESS FOR THE EFFECTIVENESS OF BULLYING- AND AGGRESSION-PREVENTION PROGRAMS IN THE SCHOOLS -- Part V Effective Prevention and Intervention Programs -- 17 BULLY BUSTERS: A Resource for Schools and Parents to Prevent and Respond to Bullying -- 18 INTEGRATING STRATEGIES FOR BULLYING, SEXUAL HARASSMENT, AND DATING VIOLENCE PREVENTION: The Expect Respect Elementary School Project -- 19 BULLY-PROOFING YOUR SCHOOL: Overview of the Program, Outcome Research, and Questions that Remain about how Best to Implement Effective Bullying Prevention in Schools -- 20 TEACHER SUPPORT OF BULLYING PREVENTION: The Good, the Bad, and the Promising -- 21 DESIGN AND ANALYSIS OF A RANDOMIZED CONTROLLED TRIAL OF STEPS TO RESPECT: A School-Based Bullying Prevention Program -- 22 IMPLEMENTATION OF THE OLWEUS BULLYING PREVENTION PROGRAM IN AMERICAN SCHOOLS: Lessons Learned from the Field -- INDEX.
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|a Forty-three states have now passed statutes mandating that schools have a bullying policy in place, a remarkable increase since the first edition of Bullying in American Schools was published in 2004. Although these statutes vary in their requirements, most school districts realize that bullying behavior has to be addressed through through targeted prevention and intervention efforts. This book provides an exciting compilation of research on bullying in school-aged youth by a representative group of researchers, including developmental, social, counseling, school, and clinical psychologists across North America. Its social-ecological perspective illustrates the complexity of bullying behaviors and offers suggestions for databased decision-making to intervene and work to reduce bullying behaviors. The book provides empirical guidance for school personnel as they develop bullying prevention and intervention programs or evaluate existing programs. <STRONG>Key features</STRONG> <STRONG>Ecological Perspective</STRONG> - The book is organized by a social-ecological perspective in which bullying is examined across multiple contexts including individual characteristics, peer and family influences, and classroom dynamics. An introductory chapter explains the tenets of the social-ecological framework and how each chapter exemplifies this perspective. <STRONG>Empirical Research</STRONG> - Chapters include basic research data on bullying and victimization from samples in the United States and Canada. Evaluation data for existing programs are also presented. <STRONG>Implications for Practice</STRONG> - Service providers (teachers, school psychologists, counselors, school administrators, school social workers, psychotherapists in private practice) will learn the practical implications of various types of programs and how to choose and implement one that fits their school ecology. <STRONG>Expertise</STRONG> - Chapter authors, all of whom are leaders in the area of bullying research in the United States and Canada, were selected on the basis of the following criteria: 1) they have an active bullying research program within North American schools 2) their theoretical framework is social-ecological and 3) their findings have practical implications for school service providers as well as for future research.
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|a Bullying in schools
|z North America
|x Prevention.
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| 650 |
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|a Bullying in schools
|z North America
|x Psychological aspects.
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|a Bullying in schools
|x Prevention
|2 fast
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|a North America
|2 fast
|1 https://id.oclc.org/worldcat/entity/E39PBJxRHKPqWyj6g89H9PwHmd
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|a Espelage, Dorothy L.
|4 edt
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|a Swearer, Susan M.
|4 edt
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| 758 |
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|i has work:
|a Bullying in North American schools (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGFKgGcXhGJcthYrqqFD4q
|4 https://id.oclc.org/worldcat/ontology/hasWork
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=957701
|y Click for online access
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|a EBC-AC
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|a 92
|b HCD
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